Putting It In Focus

One of the best ways a teacher can help students learn is through an emphasis on "focus." A student who highlights almost every word on a page is less likely to learn a subject than one who can focus on the main ideas.

A student who worries about all elements of a problem will understand less than one who can focus on the key parts. It is a fundamental task for the teacher to decide where and how to provide focal points.

In 1946, educational psychologist James Mursell drew attention to "psychological focus" as one of the key principles of effective instruction (ask the CIRT for a copy of his essay; (812) 237-3053). When students do not see the point of a lecture or discussion, they don't know what to remember. When students approach a chapter of a textbook with little sense of what key questions or issues to focus on, they may find themselves overwhelmed with details. On the other hand, when teachers help students find some aspect(s) of a subject to attract and guide their attention, students are more able to discover approaches to learning that make the material memorable. This week we offer some tips that might help you provide a focus for your students.

Planning a Focus

Grouping material together under a topic or planning it in a logical sequence is a minimal organizational requirement for a lesson. However, this kind of structural underpinning may still not provide "psychological focus" for learners. Here are some tips to help you provide it.

Problematize. Consider the lesson you want to teach in terms of a problem that can be solved using the content. Instead of planning to cover a list of rules or concepts, frame the lesson in terms of a problem or question that makes this knowledge salient. Consider how you might pose this problem to your students.

Conceptual Keys. Mentally follow the logical steps through your lesson. What concepts are required to understand that perspective you are trying to help students gain?  Where can confusion arise? When you discover the key idea(s) that allow students to address and unravel their confusion, you have found a central focal point. You can find a similarly valuable point by asking what the order is that helps understanding unfold?

Compelling Issues. Find some issues that are relevant to students' lives and explore ways that your lesson might be linked to them.

Projects. Some classes are advanced enough you might encourage students to develop projects that link their studies to an outcome they consider worthwhile. Their own sense of connection to the topic or to the outcome of their project will automatically provide a center for their attention, a focal point.

Student Focus. Discuss with students questions they think are compelling that might be addressed by the topic. If you do not have time for discussions, give students a couple minutes to write their ideas. Angelo and Cross's CAT "Application Card" is a good exercise (ask the CIRT for instructions).

Presenting with a Focus

When lessons or discussions seem flat and uninteresting, the problem is often that there is not a focus that commands interest. Some suggestions.

Capture Attention. Focus students' attention at the start of a lesson. Pose a question, present an example, introduce a mystery. Let students see how the work done during the lesson helps address these issues. To get attention, the example or trigger must be relevant, dramatic, profound, or important.

Study Questions. Help students through difficult material by providing targeted questions that focus on key points. Say, "Find these 3 ideas" rather than "Read this chapter." Use study questions to focus students' attention on a reading assignment. They can also provide an effective way to organize a presentation or discussion.

Reflections. Pause at a logical point in your presentation and ask students to reflect on why this material would be important. Give students a minute to write and then hold a short discussion about these ideas. Continue your presentation once some adequate ideas have been shared.

Pose Questions. Introduce each point in your presentation as a question. What should I do next? What else is important to look at? What did this great thinker do?

Focusing Group Work

Group work on a topic may be as lifeless or confusing as a bad lecture because it lacks focus. Consider these ways to give your group work focus:

Question Guides. Adopt the role of question-asker in a group discussion. Pose a limited number of cogent questions to draw students to conceptual keys or problem-solving guides.

Teachable Moments. As groups discuss a topic, listen for questions that require deeper knowledge. Guide the group to examine them. Listen for the moment when the group touches on important and relevant topics.

Structured Tasks. Develop a handout that guides students through a task. These guidelines should lead students on ideas and/or steps (ask the CIRT for a checklist for designing group tasks.)

Final Comments

Because the essential starting point for real learning is the moment when a student's attention is focused on the lesson, Mursell argues that teachers must "plan focuses rather than lessons." How can our students be drawn into the intellectual work of our lessons? The answer to this question involves understanding how to provide focus that engages and guides our students. Contact the CIRT for a copy of his thoughtful discussion on this aspect of successful teaching.

This Teaching Tip was first published by Indiana State University’s, Center for Teaching and Learning on October 25, 1999.